Sentence examples for mathematical modes of from inspiring English sources

Mathematical modes of enquiry, in contrast, tend to point to mathematical practices as fundamental to developing mathematical understanding.

Watson and Barton (2011) might consider this outcome to be the consequence of failing to view mathematical modes of enquiry as fundamental to all mathematical working.

The data suggest that the presence of elements of mathematical practices cannot be viewed as equivalent to the presence of mathematical modes of enquiry.

The analysis suggests that the presence of, even multiple elements of, mathematical practices cannot necessarily be considered equivalent to take up of mathematical modes of enquiry.

Christopher's story suggests that our more 'separate and integrative' presentation of mathematical content and practices was not sufficient for eliciting broad-ranging moves towards mathematical modes of enquiry within the time frames that we had available.

The analysis suggests that while elements of mathematical practices can be developed, moving towards mathematical modes of enquiry may require more explicit, consistent, and longitudinal attention to problem-solving approaches to support orientational change.

In all these he is using a mathematical mode of description based upon, though somewhat changed from, the proportional geometry of Euclid, Book VI and Archimedes (for details on the change see Palmieri 2002).

Based on analyzing mathematical mode of the permanent magnet linear synchronous motor (PMLSM), three-closed-loop control system is presented in this paper.

In exploring mathematics teacher learning for teaching, Watson and Barton (2011) suggest a 'fundamental' view of mathematical practices in which 'mathematical modes of enquiry' are central: 'Knowing mathematics means being able to use mathematical concepts mathematically: the two cannot be separated'.

They emphasize that mathematics teaching activity should center around enacting mathematics and that 'mathematical modes of enquiry' are central to this enactment.

Differences in the descriptions of mathematical practices in the 'separate but integrated' view and the 'mathematical modes of enquiry' view point to subtle differences in how mathematical working is conceptualized.